Sample lesson plan #2

LESSON PLAN
Course​: Spanish 2
Date​: 2/27/19
OBJECTIVES
Today, learners can…
● Write down the Spanish translations of
restaurant/food vocabulary
● Answer questions about events that
happen in the novel Soñar un crimen
● Create timelines of their lives using 5
preterite verbs and 5 events.
● Research a Hispanic historical figure and
answer questions about them in Spanish
MATERIALS
● Slideshow
● Soñar un crimen
● Preterite timeline instructions
● “Acontecimientos Históricos” worksheet
● Laptop cart
● Pencils
● Smart board
AGENDA
● Vocab quiz #3 (10 min)
● Dime, dime! ​(20 min)
● Preterite timelines (25 min)
● Historical figures (30 min)
Student Teacher​: Ireland Van Eck
Mentor Teacher​: Matt Creighton
RATIONALE
● They will take a vocabulary quiz to test
their knowledge/memorization of the
clothing & accessories vocabulary.
● Students will do ​Dime dime!​ and engage
reading proficiency by reading Soñar un
crimen.
● They will create a timeline with at least 5
verbs in the preterite tense and 5 events
so that they can practice applying the
grammar to talk about their own lives, and
so I can learn about who they are and the
events that have made an impact on
them.
● They will have a choice of researching
one of 8 Hispanic historical figures and
answering questions like “Why is this
person famous?” because I wanted to try
a student-centered, technology-based
activity to shake up their routine and allow
choice in who/what they learn about.
STANDARDS
Communication — Standard 1.2: Students
understand and interpret written and spoken
languages on a variety of topics.
Connections — Standard 3.1: Students reinforce
and further their knowledge of other disciplines
through the foreign language.

Timing Script

10 minutes: Vocab quiz #3
Transition:​ I will write on the board “Vocab quiz” so that as students come
in, it is the first thing they see and they know that they should review their
vocab lists. Once the bell has rung, everyone is in their seats and
attendance has been checked, I will address the class.
Dialogue:
Me: Hola clase! Ahora tenemos la prueba de vocabulario, de las páginas
3 y 4. Vamos a repasar con Quizlet antes de la prueba así que puedan
practicar un poco.
[I will pull up Quizlet]
La computadora va a decir las palabras en inglés, y ustedes van a
decir…?
(“El español”)
 Muy bien.
Teacher thinking:​ I will begin flipping through the Quizlet flashcards, so
that students can get into Spanish mode and refresh their minds. Once I
am finished going through the flashcards, I will begin giving instructions.
Dialogue:
Me: Bueno, vamos a tomar la prueba ahora. [I will hold up a quiz sheet]
Clase, what’s the first thing you’re going to do when you receive a quiz?
(“Write our names and numbers at the top”)
That’s right, you’re going to write your name and number at the top. Just
as a reminder, the English goes on the ​left side​, and the Spanish on the
right​. What is one thing that will make you lose half a point?
(“Forgetting the definite articles”)
Correct, forgetting the definite articles will lose you half a point. Alright,
listos? Por favor, guarden todas las cosas que tienen. Cuando terminen,
pueden poner la prueba en la canasta [I will point to the wire basket on
the podium].
Teacher thinking:​ I will wait until desks are clear, and then I will begin
passing out the quizzes. When everyone has one, I will begin to give
them each word, i.e. “Your first word is ​coat​……. Your second word is
sweater….” and then I will circulate the room to monitor for
cheating/talking. When everyone is finished, I will put all of the quizzes in
a drawer to sort later.

20 minutes: ​Dime, dime! Transition:​ I will say to the class “Por favor, saquen la novela, y pasan a
la página diez” and repeat until everyone has turned to page 10. I will
then project my slides with comprehension questions.
Dialogue:
Me: Vamos a repasar las últimas páginas un poquito… Clase, que pasó
la última vez que leímos? What do you think that question is asking..? If
pasar means to happen, what do I mean when I ask
“Que pasó?”
(“What happened?”)
Exacto! So, que pasó la última vez que leímos? What happened last time
we read?

Repasamos estas preguntas… Quién va a llegar a Marbella? What is this

question asking?
(“Who is going to arrive in Marbella?”)
Exacto! Entonces, quien va a llegar?
(“Fernando”)
Claro, Fernando va a llegar a Marbella. Y la segunda pregunta, de dónde
viene Fernando?
(“Madrid”)
Cómo es Fernando?
(“Un gran amigo, muy divertido, siempre se está riendo, un buen
médico”)
Por qué dice Carlos “Gracias a Fernando”?
(“Por qué Fernando cuidó a Laura en el hospital”)
Y qué van a hacer mañana por la noche?
(“Cenar con Fernando, ir a una fiesta en la playa”)
Perfecto, muy bien. Hoy vamos a leer el resto de la página diez. Vamos a
leer desde el 21 de agosto hasta el fin del 24 de agosto. Leemos toda la
página diez. Quiero que lean solos, por diez minutos— no hablen con un
compañero, vamos a leer solos. Tienen diez minutos. Pueden empezar.
Teacher thinking:​ As students read, I will circulate the room to make sure
they are on task. When about 10 minutes have passed, I will go row by
row and check to make sure they are ready to move on, i.e. “Are you
guys good to move on?” and I will address the class when we are all set.
Dialogue:
Me: Bueno chicos, qué entienden? ….. What am I asking when I say qué
entienden?
(“What do you understand?”)
Correcto. Qué entienden ustedes?
(Answers will vary)
Muy bien. Ahora tengo algunas preguntas de comprensión…
Mira la parte del veintiuno de agosto. A quien vi Carlos en el restaurante
en Puerto Banús?
(“A una mujer”))
Por qué no puede olvidar la mujer?
(“Porque cree que conoce a ella…”)
Cómo se siente Carlos?
(“Nervioso, y no sabe por qué”)
Y qué va a hacer Carlos?
(“Va a pasear por la playa”)
Muy bien.

Ahora, mira el veintidós de agosto. Por qué está cansado Carlos?

(“Porque no ha podido dormir en toda la noche”)
Y por qué está enfadada Laura?
(“Porque dice que Carlos casi no habla con ella”)
Perfecto.
 Y el último día, el veinticuatro de agosto… Dónde van a pasar el día hoy?
(“En Mijas”)
Cómo es Mijas?
(Answers will vary, “todas sus casas son blancas y sus calles muy
estrechas” is a possibility)
Muy bien. Okay, pueden guardar la novela.
Standard 1.2​ — Students will read the novel Soñar un crimen and
interpret the text to answer comprehension questions.
Assessment:​ I will know students have successfully completed the activity
if they have read silently during the time I gave them and have answered
the questions about the reading that I prompt them with.

25 minutes: Preterite Transition:​ I will pull up my timeline slideshow on the smart board. I will
timelines have my paper passers hand out a half-sheet with instructions for the
activity on it.
Instructions:

First slide in slideshow:

Dialogue:
Me: Tengo un pequeño proyecto para ustedes. Van a hacer cronologías
de sus vidas! Que significa cronología? [I will gesture to the timeline
image on the slide]
(“Timelines!”)
Exacto, timelines. What does one put on a timeline?
(“Events”)
Sí, se ponen eventos en una cronología. Miren las instrucciones: Sus
cronologías necesitan ​cinco eventos​ [I will hold up 5 fingers] que usan
verbos en el pretérito. Hay que usar ​por lo menos​ cinco verbos en el
pretérito. How many events?
(“Five!”)
How many verbs in the preterite?
(“Five!”)
Muy bien. También, quiero que las cronologías se ven muy bonitas.
Pueden colorear, pueden poner fotos, pueden usar papel caro… Lo que
quieran.
Voy a mostrarles los eventos de mi cronología como ejemplo.
[I will read off my timeline slide and prompt for comprehension of each
verb, i.e. “Yo nací en Ann Arbor… Qué significa yo nací?”]
Teacher thinking:​ After I get the meaning of each sentence out of them, I
will show them slides with pictures accompanying 4 of the moments on
my timeline, because it’ll be fun for them to see old pictures of me, and I
can tell them to bring in their own photos. The dialogue for each photo is
underneath each one.
Dialogue:
Me: Yo nací en Ann Arbor el 19 de abril 1997. Aquí estoy como bebé. Me
gustaba Barbie y los Teletubbies.

Dialogue:
Me: En el tercer grado, me rompí un brazo cuando me caí de un
trampolín. You can see that it was the early 2000s because I’m wearing a
poncho, camo cargo pants, and I have a Tamagotchi.
 Dialogue:
Me: Yo remé por 4 años en colegio para la escuela Huron High School.
Todavía me gusta remar, por no lo hago porque cuesta mucho!

Dialogue:
Me: En 2015, me mudé a los dormitorios en el campus de la Universidad
de Michigan. Aquí estoy con mi compañera de cuarto Hevhynn, que es
una gran amiga mía, y aquí está mi dormitorio, que se llama Fletcher
Hall. Ustedes están listos para hacer las cronologías? Alguien tiene una
pregunta?
[I will answer any questions]
Tienen las instrucciones en las hojas [I will hold up the instruction sheet],
y hay diccionarios allí en la esquina [I will motion to the dictionaries].
Tienen ____ minutos para empezar, y si no terminan en clase, ​es tarea!​ !!!
Teacher thinking:​ I will circulate the room while they work and make sure
everyone is on task and working. I will answer any questions that anyone
has, since I’m sure they will have 100 vocab questions for me.

30 minutes: Historical Transition:​ I will stand at the front of the room and address the class.
figures Dialogue:
Me: Okay clase, ahora tenemos una actividad divertida. Cada persona va
a tener una computadora [I will motion to the laptops], y van a elegir una
figura histórica para investigar.
You’ll be choosing a historical figure to research some information on,
and I have a ​Google Form​ with some simple questions for you guys to fill
out— the link for that form is on this white board [I’ll motion to the one at
the front of the room], as well as that white board [I’ll motion to the one at
the back of the room]. Before I let you guys get laptops though, I just want
to show you how to do this research.
[I will pull up the website google.es on the smart board]
If you ever need to search for something like an article or a website in
Spanish, google.es is a great resource. What do you guys think the “es”
stands for?
(“España”)
Right, it stands for España! You can also use the google websites for
other countries, but I’m not familiar with their codes so I just use Spain’s.
When you get a laptop, the first thing you’re going to do is open up the
Google Form, because that’s where you will find the choices for people to
research. You will need to answer the questions in Spanish, and the form
is due by the end of class today— you won’t be able to access it later, so
please make sure you’re on task and working to get this done.
What type of behavior do I not want to see when I come around to your
desk?
(Goofing off, Google Translate, etc.)
That’s right, I want you to be actively researching in Spanish, not using
Google Translate and not on websites that have nothing to do with this
class.
Ok, one final thing before you get your computers: Everyone will receive a
sheet [I will hold one up] with historical figures, and you will need to
conjugate a verb in the preterite two times for each person. One will be
the verb in the first person, and the other will be the verb in the third
person singular. You’ll have the weekend to work on this, so don’t worry
about doing it before Friday.
Teacher thinking:​ I will have my paper passers hand out the homework,
and then I will have rows go up one by one to grab laptops. As students
work, I will go around and check everyone’s screens to make sure they
are on task, as well as to answer any questions they might have.
Link to Google Form: ​http://bit.ly/figurahis
Standard 3.1​ — Students will do research and further their knowledge of
important Hispanic figures in history.
Assessment:​ I will know students have successfully completed the activity
if they have turned in a Google Form with answers in Spanish by the end
of the block.